Subject: English?

Age Level:
8+

Skill Goal(s):
Creation of a book for others to read.

How will technology play a role in mee ng the skill goals?

the use of technology allows the student to try new things when making the book without the risk of messing up work as you are able to undo.

Materials needed for lesson (tech and non-tech)

computer, mouse, Internet

What do you need to do to get the technology ready? (se ng up accounts, differen a ng, etc.)
connecting to the Internet and having a google account.

How will you assess the ac vi es happening through the tool?

☐Monitoring/observa ons
☐Forma ve assessment
☐Informal assessment
☐Summa ve assessment

What features of the technology tool

have elements of engagement?
Answer the Triple E Engagement
ques ons concerning how technology
can bring about co-use, me-on-task
learning and focus on the learning goals
Can the technology allow students to focus on the assignment/learning with less distrac on (Time on
Task)?
☐No ☐Somewhat ☐Yes
Can the technology mo vate students to begin the learning process?

☐No ☐Somewhat ☐Yes

Can the technology cause a shi in behavior, from more passive to ac ve social learners (co-use)?
☐No ☐Somewhat ☐Yes
Which teaching moves could be
integrated to aid technology in helping
students engage in the learning goals?
What features of the technology tool
include elements to enhance student
learning?
Answer the Triple E Enhancement
ques ons concerning how technology
can bring about learning
supports/scaffolds, higher-order
thinking, and value-added over
tradi onal tools.
☐Guided prac ce ☐Purposeful partnering
☐Modeling thinking ☐Gradual release of learning
☐Modeling naviga on of the tool ☐Create a mentor text
☐So ware tour ☐Share-aloud
☐I do, we do, you do ☐Turn and talk
☐Teacher monitoring ☐Switcheroo
☐Student self-reflec ve monitoring ☐Other Click or tap here to enter text.
☐Co-use or co-engagement
Can the technology allow students to develop or demonstrate a more sophis cated understanding of
the learning goals (possibly use higher-order thinking skills)?
☐No ☐Somewhat ☐Yes
Can the technology create or provide supports (scaffolds) to make it easier to understand concepts or
ideas (possibly differen ate or personalize)?
☐No ☐Somewhat ☐Yes

Can the technology create paths for students to demonstrate their understanding of the learning goals
in ways they could not do with tradi onal tools?

☐No ☐Somewhat ☐Yes

Which teaching moves could be ☐Ac ve listening ☐Ques oning prac ces
integrated to aid technology in
☐Switcheroo ☐Predic ng
enhancing the learning goals?
☐Self-reflec ve prac ces ☐Differen a on
☐Visible thinking rou nes ☐Personaliza on
☐Graphic organizers ☐Share-aloud
 ☐Visual representa ons of learning ☐Other Click or tap here to enter text.
☐Reflec ve notebooks
☐An cipa on guides
How does the technology extend the
learning goals? Can the technology create opportuni es for the students to learn on their own?
Answer the Triple E Extend ques ons ☐No ☐Somewhat ☐Yes
concerning how technology can bring
about learning that connects to everyday Can the technology create help authen c experiences?
life, allows learners to con nue to learn ☐No ☐Somewhat ☐Yes
24/7 and helps them develop so skills.
Can the technology allow students to build authen c life skills, which they can use in their everyday
life (so skills)?
☐No ☐Somewhat ☐Yes

Which teaching moves could be ☐Real world issues ☐Student’s inves gate and direct their own
integrated to aid technology in
☐Partner with real world organiza ons project
extending the learning goals?
☐Connect with authen c experts ☐Role playing
☐Engage students in authen c discourse with ☐Use authen c tools that are prominent in
others everyday life
☐Pen Pals ☐OtherClick or tap here to enter text.

UDL Guidelines (select all that apply)

Provide mul ple means of Engagement Provide mul ple means of Representa on Provide mul ple means of Ac on & Expression
Affec ve Networks Recogni on Networks Strategic Networks
The “WHY” of Learning The “WHAT” of Learning The “HOW” of Learning

Provide op ons for Recrui ng Interest (7) Provide op ons for Percep on (1) Provide op ons for Physical Ac on (4)
☐Op mize individual choice and autonomy (7.1) ☐Offer ways of customizing the display of informa on ☐Vary the methods for response and naviga on (4.1)
☐Op mize relevance, value, and authen city (7.2) (1.1) ☐Op mize access to tools and assis ve technologies
☐Minimize threats and distrac ons (7.3) ☐Offer alterna ves for auditory informa on (1.2) (4.2)

Provide op ons for Sustaining Effort & Persistence (8)
☐Heighten salience of goals and objec ves (8.1)
☐Vary demands and resources to op mize challenge
(8.2)
☐Foster collabora on and community (8.3)
☐Increase mastery-oriented feedback (8.4)
Provide op ons for Self-Regula on (9)
☐Promote expecta ons and beliefs that
op mize mo va on (9.1)
☐Facilitate personal coping skills and strategies (9.2)
☐Develop self-assessment and reflec on (9.3)
☐Offer alterna ves for visual informa on (1.3)
Provide op ons for Language & Symbols (2)
☐Clarify vocabulary and symbols (2.1)
☐Clarify syntax and structure (2.2)
☐Support decoding of text, mathema cal nota on, and
symbols (2.3)
☐Promote understanding across languages (2.4)
☐Illustrate through mul ple media (2.5)
Provide op ons for Comprehension (3)
☐Ac vate or supply background knowledge (3.1)
☐Highlight pa erns, cri cal features, big ideas,
and rela onships (3.2)
☐Guide informa on processing and visualiza on (3.3)
☐Maximize transfer and generaliza on (3.4)
Provide op ons for Expression & Communica on (5)
☐Use mul ple media for communica on (5.1)
☐Use mul ple tools for construc on and composi on
(5.2)
☐Build fluencies with graduated levels of support for
prac ce and performance (5.3)
Provide op ons for Execu ve Func ons (6)
☐Guide appropriate goal-se ng (6.1)
☐Support planning and strategy development (6.2)
☐Facilitate managing informa on and resources (6.3)
☐Enhance capacity for monitoring progress (6.4)

How is the guideline(s) being met?

These guidelines are met through the instructional guidance from the instudctor, once the students know how to create books, they can come up with their own stories and produce their own original
work

ISTE Standards for Educators (select all that apply)

Empowered Professional
1. Learner

Educators con nually improve their prac ce by learning from and with others and exploring proven and promising prac ces that leverage
technology to improve student learning. Educators:

☐a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their
effec veness.

☐b. Pursue professional interests by crea ng and ac vely par cipa ng in local and global learning networks.
 ☐c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

2. Leader

Educators seek out opportuni es for leadership to support student empowerment and success and to improve teaching and learning. Educators:

☐a. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with educa on stakeholders.

☐b. Advocate for equitable access to educa onal technology, digital content and learning opportuni es to meet the diverse needs of all
students.

☐c. Model for colleagues the iden fica on, explora on, evalua on, cura on and adop on of new digital resources and tools for learning.

3. Ci zen

Educators inspire students to posi vely contribute to and responsibly par cipate in the digital world. Educators:

☐a. Create experiences for learners to make posi ve, socially responsible contribu ons and exhibit empathe c behavior online that build
rela onships and community.

☐b. Establish a learning culture that promotes curiosity and cri cal examina on of online resources and fosters digital literacy and media
fluency.

☐c. Mentor students in the safe, legal and ethical prac ces with digital tools and the protec on of intellectual rights and property.

☐d. Model and promote management of personal data and digital iden ty and protect student data privacy.

Learning Catalyst
4. Collaborator

Educators dedicate me to collaborate with both colleagues and students to improve prac ce, discover and share resources and ideas, and solve
problems. Educators:

☐a. Dedicate planning me to collaborate with colleagues to create authen c learning experiences that leverage technology.

☐b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

☐c. Use collabora ve tools to expand students’ authen c, real world learning experiences by engaging virtually with experts, teams and
students, locally and globally.

☐d. Demonstrate cultural competency when communica ng with students, parents and colleagues and interact with them as co-
collaborators in student learning.

5. Designer

Educators design authen c, learner-driven ac vi es and environments that recognize and accommodate learner variability. Educators:

☐a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner
differences and needs.

☐b. Design authen c learning ac vi es that align with content area standards and use digital tools and resources to maximize ac ve, deep
learning.

☐c. Explore and apply instruc onal design principles to create innova ve digital learning environments that engage and support learning.

6. Facilitator

Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators:

☐a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group se ngs.

☐b. Manage the use of technology and student learning strategies in digital pla orms, virtual environments, hands-on makerspaces or in the
field.

☐c. Create learning opportuni es that challenge students to use a design process and computa onal thinking to innovate and solve
 problems.

☐d. Model and nurture crea vity and crea ve expression to communicate ideas, knowledge or connec ons.

7. Analyst

Educators understand and use data to drive their instruc on and support students in achieving their learning goals. Educators:

☐a. Provide alterna ve ways for students to demonstrate competency and reflect on their learning using technology.

☐b. Use technology to design and implement a variety of forma ve and summa ve assessments that accommodate learner needs, provide
mely feedback to students and inform instruc on.

☐c. Use assessment data to guide progress and communicate with students, parents and educa on stakeholders to build student self-
direc on.

For more informa on, contact standards@iste.org. ISTE Standards for Educators, ©2017, ISTE® (Interna onal Society for Technology in Educa on), iste.org. All rights reserved.

Explain how this tool is helping you meet the standard(s) you chose?
These tools are helping me meet the standards I chose by enabling the students to create their own content and the ability to share it with others.

Modified from Liz Kolb’s original TripleE Framework Lesson Planning Template
Triple E Framework by http://tripleeframework.weebly.com is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.